Sucking our TH Thumb
Emergent Literacy Design
By Autumn Aldrich

                                                                                                 

Rational:  Diagraphs is a group of letters that represent only one sound.  In this lesson, the students will learn the correspondence th = /th/ and will learn how to use th in their own writings.    

Materials: the poem, "This and That: Sound of /th/" lined chart paper, lined paper for each child, a couple of markers, and a worksheet containing the words; with, path, thing, cloth, think and thank.  

Procedures:  1.  I will begin by introducing the lesson.  "We have a special correspondence today.  It is two letters that make only one sound.  These letters are good friends and they work together to make the sound /th/.    

2. I will quickly review our short vowel sounds from previous lessons as they will appear in some of our examples we will use to review the th correspondence.  I will give the children some examples of words containing the short a vowel, short e, short o , short i and short u.  "What vowel sound do you hear in the word, last?  What vowel do you hear in slim?  What about pet, pot and bug?  Now I can introduce a new correspondence th=/th/.  

3.  Tell the children, the correspondence th is special because it works as a team.  The T and the H work together and they make the sound /th/.  If you use this sound in front of every word it sounds like you are baby talking.  Lets try this together.  Babies suck their thumbs, so every time you hear the /th/ sound I want you to pretend to suck your thumb like a baby.      

4.  I will then give the children this tongue twister; This baby thinks that things are thought on Thursdays.  After the children have identified the th sounds in this tongue twister I will go on and ask the children to help me stretch out the th sounds in the twister.     

5. Allow the children to practice listening for the /th/ sound.  Some example words will be given and the children will be asked to decide which word contains the /th/ sound.  Model the first example.  "Let me see, do I hear the /th/ in this or what?  I'm going to stretch out the words so I can listen carefully.  ttthhhiiisss, wwwhhhaaattt.  I hear /th/ in this."  Now begin asking the children to stretch out the examples to decide which words contain /th/.  "Do you hear th in; first or then, things or take, Tuesday or Thursday, thoughts or dream, nice or that, think or head.   

6.  We will read a poem, "This and That: Sound of /th/", at the end of each sentence I will give the children a chance to name any words that contained the sound /th/.  We will create a list and count to see which word is named the most in our book.    

7.  The children will be given an oral test to assess their understanding of the correspondence th=/th/.  I will give each child a list of words and that children will be asked which from two contain the sound /th/.    

Reference: Ballad, Peg “This and That: The sound of /th/”
        <http://www.auburn.edu/rdggenie>

 Hart, Mariah. That Thump. <http://www.auburn.edu/rdggenie/chall/hartbr.html>